Timeline and Map Criteria
Topic
brainstorming
K
1-2
3-4
Timelines
Chronology (order) time,
absolute or relative time, even
increments (e.g. 10 years ),
may have a specific point of
view or topic, therefore there
may be gaps, events, people,
inventions, holidays (reoccurring events), words,
symbols, pictures, illustrations,
deal with bunched items,
simultaneous timelines
(matrix, multiple categories)
Maps (geography)
Spatial concepts, distance, elevations,
boundaries (natural and man-made),
landforms (physical features),
universal symbols (colors, city etc,
railroad, airport), maps have points of
view e.g. regional, land use,
population, historical , climate,
resources, bird’s eye view, parts of a
map (legend, scale, compass, title—
tells purpose or point of view of the
map, date of publication), concepts:
place, location, human-environment
interaction, movement and regions
Need to read and interpret different
kinds of maps and they need to be
able to construct maps
several ways of measuring
Birds eye view, their environment
time several ways of
(the room, school) it represents a real
measuring time (all relative,
place, (not abstract), real
not absolute time) Mainly
representations (stickers—food for
pictures, and illustrations.
cafeteria, ball for playground etc)
Have a title for map, color key (water,
fields. mountains. Introduce size
(rivers, lakes, oceans), make 3
dimensional “maps” -neighborhood
with boxes.
several ways of measuring
Introduce size (rivers, lakes, oceans),
time several ways of
make 3 dimensional “maps” measuring time, changing
neighborhood with boxes., move out
neighborhood (all relative, not
scope (e.g. community, region),
absolute time), begin relational
begin to teach directions, one at a
timelines (grandparents
time and in relation to the sun and
compared to parents compared time of day (NSEW), simple legend,
to me), very simple simple
universal symbols, compare globe
contrasts (our classroom with and maps, relief and flat maps, collect
some additions of world or city
all kinds of maps (DisneyLand,
events.) Much more focused
Marine World etc.)
on people. (Long ago: long,
Identify land masses (continents) by
long ago etc. or grandmother shape and characteristics, know major
time ago) Mainly pictures, and
landforms
illustrations
Maybe famous people (still
Different types of maps (physical and
people but not people we
know), include events
(pictures or real items), use
literature (e.g. House on Maple
Street), other groups of people
(Native Americans, other
community groups, begin to
introduce absolute time (400
years ago, or no televsion ago,
horse and buggy time; starting
to identify eras (e.g. gold rush,
missions etc.) Will have
pictures and illustrations,
introduce symbols and depend
somewhat on words
5-6
Absolute time, historical time
periods, contrasted with one
another, attention to events,
people, depicting continuous
historical events, multiple
categories (matrix), pictures,
illustrations, more dependent
on symbols and more
dependent on words, more
individualization and student
input on their own constructed
timelines.
political boundaries), introducing
man made things, create a legend
with universal and special symbols,
make flat and three dimensional
maps, begin to look at historical
maps, compare different types of
maps, introduce scale (fewer details
vs more details), different uses of
maps (different professions use
maps—use newspapers, ), personal
maps, direction down, orient map to
North, identify and construct a
compass, use literature for maps,
using more complex symbols (city
size, capitals, river size etc.) Worked
with State maps as well as local.
Contrast with U.S. and world maps
Use a grid for location
Construct U.S. and World maps.
Different points of view. Identify and
use different types of maps:
historical, population, resource,
landforms, use as data to analyze
changes over time (contrast a map of
ancient Rome with present day
Rome) include explorer routes (water
as well as land). Read and use an
atlas
Introduce latitude and longitude as a
basis for location of the globe.
Introduce the idea that flat maps are
distortions of the globe.